A brief validity report for the instructor strictness scales

Relationships with instructor communication styles

Bibliographic Data

ID21577155
AuthorsT Kody Frey (0000-0003-1001-8821, University of Kentucky, corresponding author)
Year2023
Volume40
Issue3
Pages146-155
Publication date2023-05-27
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCommunication Research Reports (JOURNAL)
Journal identifiersISSN: 0882-4096 • E-ISSN: 1746-4099
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/08824096.2023.2220139
OpenAlexW4379142763
LanguageEN
References cited18

Researchers have begun using strictness as a framework for better understanding the communicative nature of classroom enforcement strategies. In pursuit of operationalizing this construct, the purpose of this study was to provide extended validity evidence for the Evaluative, Regulatory, and Interactive instructor strictness scales through hypothesized relationships with different instructor communication styles: perceived instructor verbal aggressiveness, assertiveness, and responsiveness. Analyses revealed that the strictness subdimensions were positively related to verbal aggressiveness and assertiveness and inversely related to instructor responsiveness. However, on three occasions, students’ reports of strictness related to Norms, Availability, and Testing were not significantly related to assertiveness. Implications for the future study of instructor strictness using the proposed scales are discussed

Assertiveness · Construct validity · Developmental psychology · Operationalization · Psychometrics · Communication in Education and Healthcare · Psychology · Social Psychology · Workplace Violence and Bullying

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